View article

One highly regarded context for language learning is book reading, as teachers engage children in discussions around texts read. However, there is considerable variation in teachers' patterns of talk that mediate this learning with preschool children's oral language development dependent on the opportunities for engagement in language use provided by teachers. To explore the affordances of talk interactions within book reading a systematic analysis of teachers' questions and children's responses was undertaken. Results of this analysis show that the highest proportion of questions asked by this group of 18 preschool teachers were closed questions with a small proportion of open teaching questions asked. However, while open questions provided the most substantial opportunities for children's extended talk, the range of questions asked provided opportunities for preschool teachers to extend children's …